Test bank for psychological testing 7th edition by gregory

TEST ITEM FILE Topic 1A: The Nature and Uses of Psychological Tests 1.. Which of the following is NOT a typical characteristic of psychological tests.. Most intelligence tests use a a

TEST ITEM FILE

Topic 1A: The Nature and Uses of Psychological Tests

1 The test is a multivariate assessment of heart rate, respiration, muscle

tone, reflex irritability, and color in newborns

2 A specialist in psychology or education who develops and evaluates psychological

tests:

3 Which of the following could be a test, according to the definition offered in the

textbook?

a a checklist for rating the social skills of an intellectually disabled youth

b a non-timed measure of mastery in adding pairs of three-digit numbers

c a microcomputer appraisal of reaction time

*d all of the above

4 Which of the following is NOT a typical characteristic of psychological tests?

*a standardization to a mean of 100

b sampling of behavior

c description of behavior with categories or scores

d use of norms to predict other behaviors

5 Tests that use a well-defined population of persons for their interpretive framework

are referred to as:

6 Criterion-referenced tests

*a measure what a person can do

b compare results to the performance levels of others

c are passed by everyone

d all of the above

7 Uniformity of administration procedures is the definition of

8 Which of the following is an essential step in the standardization of a test?

a use of identical stimuli with all examinees

b precise specification of oral instructions for subtests

c advice to the examiner as to how to handle queries from the examinee

*d all of the above

9 Where is the most reliable source to get directions and instructions for administering

specific psychological tests?

a the American Psychological Association’s volume on Testing and Assessment

b continuing education seminars in psychological testing

*c the instruction manual that typically accompanies a test

d a credentialed psychologist

10 Why are tests merely a sample of behavior?

*a so that the time required for testing is not excessive

b a sample is as good as the totality of behaviors

c so that the examiner’s influence is minimized

d because the examiner has a special interest in that sample of behavior

11 Suppose that answering “true” to the question “I drink a lot of water” happens to help

predict depression Would it be wise to include this item on a test used to identify

depression?

*a yes, because the essential characteristic of a good test is that it predicts relevant behaviors

b no, because there is no theoretical link between drinking water and being depressed

c yes, because there is a theoretical link between drinking water and being depressed

d maybe, depending upon the theoretical orientation of the test developer

12 Which of the following is NOT true in relation to psychological tests:

a they typically portray an abstraction that is shown useful in prediction

*b results represent a thing with physical reality

c every test score will reflect some degree of measure error

d they sum up performance in numbers of classifications

13 In the equation X = T + e, what is the best that a test developer can do?

14 The norm group is referred to as the

15 The purpose of norms is to

a establish an average performance

b indicate the prevalence of high and low scores

c determine deviations from expectation

*d all of the above

16 In the selection and testing of a standardized sample, it is crucial that

*a the sample is representative of the population for whom the test is intended

b the sample is diverse in composition

c the sample is uniform in composition

d all members of the sample are literate

17 The ability of a test to predict non-test behavior is determined by

*a an extensive body of postpublication validational research

b the scores of the standardization sample

c the reliability of the test

d the prepublication validational research

stands with respect to very tightly defined educational objectives

19 Which is the most comprehensive term?

20 Psychological assessment is characterized by all of the following EXCEPT:

a comparing and combining data from different sources

b utilizing and understanding a variety of different testing and observational measures

c an inherently subjective process that makes predictions on a complex gestalt

of data

*d an objective process based on a single source of information

21 The term was invented during World War II to describe a program to

select men for secret service assignment in the Office of Strategic Services

22 Which of the following was used as a situational test by the Office of Strategic

Services during WWII?

23 An important advantage of tests is that the examiner can gauge the

level of motivation of the examinee

24 Most intelligence tests use a assortment of test items

25 tests are often used to predict success in an occupation, training

course, or educational endeavor

26 tests are often used to measure a person’s degree of learning,

success or accomplishment in a subject matter

27 Measures of emphasize novelty and originality in the solution of

fuzzy problems or the production of artistic works

28 Putting forth a variety of answers to a complex or fuzzy problem is an example of

29 Checklists, inventories, and projective techniques are all examples of

terms of clearly defined characteristics such as frequency, duration, antecedents, and

consequences

a Intelligence tests b Personality inventories

31 What subspecialty of psychology uses specialized tests on people to make

inferences about the locus, extent, and consequences of brain damage?

a Neurology

b Cognitive Psychology

c Physiological Psychology

*d Neuropsychology

32 By far the most common use of psychological tests is to

*a make decisions about persons

b diagnose mental and emotional disorders

c determine personality functioning

d evaluate learning disabilities

33 Placement, screening, certification, and selection are all examples of

34 A neuropsychologist investigating the hypothesis that low-level lead absorption

causes behavior deficits in children would be an example of using psychological testing

*a research

b self-knowledge

c program evaluation

d diagnosis and treatment

35 In general, Head Start children show immediate gains in

36 It is important that the standardization sample be representative of the population for

whom the test is intended because

*a this allows for the examinee’s relative standing to be determined

b minority groups must be represented in all samples

c the high generalizability is no longer a confounding variable

d test standards require a standardization sample

37 In a(n) test, the performance of each examinee is interpreted in

reference to a relevant standardization sample

a individually-referenced

b group-referenced

*c norm-referenced

d criterion-referenced

38 A psychometrician is best understood as

a an expert administrator of personality tests

b a psychologist who has been trained from the scientist-practitioner model

*c a developer and evaluator of psychological tests

d any authorized user of assessment instruments

39 Appraising or estimating the magnitude of one or more attributes in a person is

referred to as

40 The distinction between aptitude tests and achievement tests is based largely upon

41 Suppose a tester asks “What is a sofa?” and the child looks puzzled In general, is it

acceptable for the tester to rephrase the question, asking “What is a couch?”

a Yes, because valid testing requires the development of rapport

b Yes, because the two questions are equivalent

c No, because the tester should never deviate from standardized procedure

*d No, because the rephrased question is easier and therefore not comparable

42 In determining the boundaries of flexible testing procedures, the examiner should

consider

*a how the test was likely administered to the norm sample

b the potential consequences of altering the test items

c the general dictum that testing procedures should be interpreted literally and strictly

d all of the above

43 In most cases, if a test question asks “What shape is a ball?” a correct answer

would be recorded if

a the subject responds verbally “round”

b the subject responds verbally “spherical”

c the subject gestures with his index finger in a circular pattern

*d all of the above

44 The necessary prerequisite(s) to administering a new test are:

a reading the manual

b memorizing key elements of instructions

c rehearsing the test

*d all of the above

45 Which age group is most prone to periodic accumulation of fluid in the middle ear

during intervals of mild illness?

46 Which of the following is a possible sign of hearing loss?

a inattentiveness

b poor articulation

c difficulty in following oral directions

*d all of the above

47 Owing to the special nature of this kind of impairment, subjects may receive less

credit on a test item than is due

48 When testing a person with a mild motor handicap, examiners may wish to omit

a multiple choice spatial items b untimed spatial items

*c timed performance subtests d all of the above

49 According to the text, which kind of test generally requires the greatest vigilance

from the examiner?

a group test

b individual test

*c group and individual tests require equal vigilance

d unknown

50 All of the following are common sources of error in group testing EXCEPT:

a lack of clarity in delivering the directions

*b failure to provide allotted break time

c noise distractions

d failure to explain when and if examinees should guess

51 Undoubtedly the single greatest source of error in group test administration is:

a reading the wrong instructions

b giving the wrong form of the test

c giving a test to the wrong age group

*d incorrect timing of tests

52 In general, how do test manuals for group standardized tests handle the issue of

guessing?

*a they provide explicit instructions to examinees as to the advantages and potential pitfalls of guessing

b they warn examinees that guessing is usually counterproductive

c most commonly, the test manual does not provide any guidance on the pros and cons of guessing

d they explain that guessing seldom improves the score

53 Suppose a young girl answers correctly on 37 questions from a 50-item test but

answers erroneously on 9 questions, leaving 2 questions blank Suppose their are four

alternatives per question Using established principles of probability, what would be her

corrected score?

54 When testing children, testing should begin

a not longer than 5 to 10 minutes after the child arrives

b when the test manual says it should begin

*c when he/she seems relaxed enough to give maximum effort

d almost immediately so as to prevent the child from developing fear of the tester

55 Which of the examiner characteristics listed below has been found to make a

consistent and significant difference in the outcome of individual test results?

56 In one study reported in the text (Terrell, et al 1981), mistrustful blacks performed

relatively poorly when tested by examiners

57 What is the relationship between test anxiety and school achievement?

*a high anxiety correlates with low achievement

b high anxiety correlates with high achievement

c test anxiety and school achievement are unrelated

d the relationship between test anxiety and school achievement is unknown

students

a far superior to

b slightly superior to

c about equally effective as

*d worse than

59 When instructions for a task are neutral or nonthreatening, test-anxious subjects

*a perform just as well as low-anxious subjects

b show a decrement in performance

c still perceive the situation to be stressful

d all of the above

60 Suppose subjects are matched on overall IQ On timed subtests from an intelligence

scale such as the WAIS, the performance of low-anxious subjects

that of high-anxious subjects

61 Conscious faking on psychological tests is thought to be

c evidence of psychopathology d blatant and obvious

62 In a 50-item multiple choice test with four choices per item, what would be the

corrected score for an examinee who answered 32 items correctly, answered 9 items

incorrectly, and left 9 items blank?

63 Vernon and Brown (1964) relate the tragic case of a young girl who was put in an

institution for the intellectually disabled because of a test IQ of 29, when, in fact, it was

later shown her real IQ was 113 The original low score was a result of

a undiagnosed autism in the girl

b gross scoring errors by the examiner

*c unrecognized deafness in the girl

d misreading the original score (of 129)

64 The test item writer’s aim is to make all or nearly all considered guesses

guesses

65 A common form of error made by graduate students in studies of practice

administrations of IQ and achievement tests would be:

a failure to have required materials on hand

b incorrect readings of test instructions

*c incorrect calculations of test ceilings

d excessive queries of responses

Topic 1B

Ethical and Social Implications of Testing

The Rationale for Professional Testing Standards Responsibilities of Test Publishers

Case Exhibit 1.3: Ethical and Professional Quandaries in Testing

Responsibilities of Test Users

Case Exhibit 1.4: Overzealous Interpretation of the MMPI Testing of Cultural and Linguistic Minorities

Unintended Effects of High-Stakes Testing

Reprise: Responsible Test Use

Summary

Key Terms and Concepts

Classroom Discussion Questions

1 Discuss each of the broad ethical principles that apply to testing, asking students to

cite hypothetical examples where these principles might be violated The principles are:

assessment should be in the best interests of the client; practitioners have a primary

obligation to protect the confidentiality of test results; the psychologist must possess the

expertise needed to evaluate the tests that are chosen for an assessment, the test user

must obtain informed consent from the test taker or a legal representative; the examiner

must be knowledgeable about individual differences; and, the psychologist must respect

the current standards of care

2 How does culture affect the validity of standard tests? The instructor might ask

persons from any nonmajority culture to discuss how certain standard tests (e.g.,

individual IQ tests) might be misleading when used with persons from their cultural and

linguistic background

3 Are students aware of cheating on group tests? Although it may be difficult to get

students to open up on this topic, most students have second-hand knowledge of

cheating The nature and prevalence of cheating would be an interesting discussion

topic How do students feel about this?

4 Ask students if they think that tests can truly be administered and scored in an ethical

and unbiased manner Why or why not?

Extramural Assignments

1 Have students read the latest version of the Ethical Principles of Psychologists and

summarize the main points

2 Have students find journal articles pertaining to the assessment of cultural and

linguistic minorities and summarize the conclusions

3 Ask students to look up recent findings on the duty to warn principle In particular,

what is the relevance of this principle to a therapist whose client is HIV-positive and also

sexually active? Is the therapist obligated, if necessary, to break confidentiality and

inform the client’s lover?

4 Students might design a simple, anonymous questionnaire on the nature and

prevalence of cheating on tests and administer it to classmates